To assess the students’ understanding of the unit’s goals, I will provide many formative assessments, an embedded assessment, and a summative assessment.
Throughout each individual lesson, I will assess students formatively by the following ways:
Addressing students’ misconceptions (i.e. organisms living in water don’t need to breathe oxygen)
Monitoring students’ level of engagement in activities (i.e. asking if they’re confused or if need any extra help etc.)
Providing feedback to students about their worksheets (i.e. clarifying any confusions or unknown questions)
Basically, by continually providing formative feedback to the students, I can aid their learning without the added pressure of it being graded. I will use formative assessment as a diagnostic tool to assess students’ current knowledge and skills to make sure that they are progressing throughout the unit.
I will also use a form of embedded assessment. Specifically, I will focus on the field experience out in the pond when students will be collecting samples. I will assess students’ work produced at the pond. Work like their observations and their interactions with the other students and myself. The advantage of using this kind of assessment is that the students will simply be fulfilling the normal requirements of the field trip. They will not know that their work (observations, interactions, attitude etc.) will be used by me for assessment purposes. Therefore, issues related to motivation will be eliminated.
Lastly, at the conclusion of the unit, I will provide students with a summative assessment. The summative assessment will be an end of the unit comprehensive test. The purpose of this final test is to summarize the knowledge that will have accumulated throughout the unit & express it back to me in a written form. The summative test will include various segments. I will make an effort to consider multiple intelligences in the classroom. On the final test, there will be some simple knowledge recall questions (i.e. true/false), some comprehensive & analytic questions (i.e. multiple choice items that will require more than simple recall). There will also be questions that are visual to the students (i.e. a table of Dissolved Oxygen or Nitrates or Phosphates level vs. the Quality of Water. Here I might leave certain spaces blank and ask the students to complete the table.) In addition, I will include an opportunity for the students to answer some questions in a form of a drawing (i.e. draw a few basic macroinvertebrates & label their structures.)
Finally, I will include three essay questions on the summative assessment. The students will get to choose one out of three essay questions and write a short essay (i.e. Describe the process of formulating a scientific hypothesis. What are the steps involved?)
To assess the students’ understanding of the unit’s goals, I will provide many formative assessments, an embedded assessment, and a summative assessment.
Throughout each individual lesson, I will assess students formatively by the following ways:
Basically, by continually providing formative feedback to the students, I can aid their learning without the added pressure of it being graded. I will use formative assessment as a diagnostic tool to assess students’ current knowledge and skills to make sure that they are progressing throughout the unit.
I will also use a form of embedded assessment. Specifically, I will focus on the field experience out in the pond when students will be collecting samples. I will assess students’ work produced at the pond. Work like their observations and their interactions with the other students and myself. The advantage of using this kind of assessment is that the students will simply be fulfilling the normal requirements of the field trip. They will not know that their work (observations, interactions, attitude etc.) will be used by me for assessment purposes. Therefore, issues related to motivation will be eliminated.
Lastly, at the conclusion of the unit, I will provide students with a summative assessment. The summative assessment will be an end of the unit comprehensive test. The purpose of this final test is to summarize the knowledge that will have accumulated throughout the unit & express it back to me in a written form. The summative test will include various segments. I will make an effort to consider multiple intelligences in the classroom. On the final test, there will be some simple knowledge recall questions (i.e. true/false), some comprehensive & analytic questions (i.e. multiple choice items that will require more than simple recall). There will also be questions that are visual to the students (i.e. a table of Dissolved Oxygen or Nitrates or Phosphates level vs. the Quality of Water. Here I might leave certain spaces blank and ask the students to complete the table.) In addition, I will include an opportunity for the students to answer some questions in a form of a drawing (i.e. draw a few basic macroinvertebrates & label their structures.)
Finally, I will include three essay questions on the summative assessment. The students will get to choose one out of three essay questions and write a short essay (i.e. Describe the process of formulating a scientific hypothesis. What are the steps involved?)
Sample Assessment &
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